Identity and two-way bilingual education: considering student perspectives: introduction to the special issue

Abstract

Sociocultural competence and a fourth goal The Guiding Principles for Dual Language Education identify three primary goals for TWBE programs: academic achievement, bilingualism/biliteracy, and sociocultural competence (Howard et al. 2018).

Exploration and research on bilingual teaching of engineering training in the context of engineering education certification

“…At present, there is still a certain gap between the goal of bilingual teaching and engineering education certification in general college engineering training, and these gaps are reflected in many aspects, and there are many difficulties in the complete implementation of bilingual teaching [10][11][12] .…”

“…Second, the class hours of engineering training are short, the learning process is more scattered, and there is no long-term effective learning memory for students. Engineering training time is generally about 2-3 weeks, students are difficult to master all theoretical knowledge and equipment control methods, the learning process is scattered, different projects need different teaching staff for guidance, so a large number of teaching personnel are required, and all teaching staff are required to have a high level of foreign language [12,14] , teaching staff is also difficult to macro control the professional ability of students, which is not conducive to timely discovery of problems arising in the teaching process, teaching mode reform and development is slow.…”